Jharkhand TET JAC TET 2015 Jharkhand TET jac.nic.in Jharkhand Teachers Eligibility
Test (JAC TET)
JAC TET 2015 Jharkhand TET jac.nic.in Jharkhand Teachers Eligibility Test (JAC TET) Exam Date Notification Books | Study Materials Free Question Paper JAC TET 2014 Paper I and Paper II For Upper Primary (Class VI to VIII) and Lower Primary (Class I to V) Teachers Recruitment.
Jharkhand TET 2015 – Jharkhand Teacher Eligibility Test acronym as Jharkhand TET or JAC TET as well as JTET is conducted by Jharkhand Academic Council, Ranchi for determining the eligibility of the candidates for appointment as a teacher at Elementary, Secondary levels in any of the schools recognized by the Department of School Education, Jharkhand.
SEE OLD APPLICATION FROM OF JHARKHAND TET EXAM -
http://jac.nic.in/FORM%20N0%201.pdf
JHARKHAND ACADEMIC COUNCIL
“GYANDEE P CAMPUS” NAMKUM, RANCHI
APPLICATION FOR TEACHER ELIGIBILITY TEST FOR PRIMARY LEVEL (CLASS 1 TO 5)
SEE OLD APPLICATION FROM OF JHARKHAND TET EXAM -
CLASS 6-TO-8
JHARKHAND ACADEMIC COUNCIL “GYANDEE P CAMPUS”
NAMKUM, RANCHI APPLICATION FOR TEACHER ELIGIBILITY TEST FOR PRIMARY LEVEL (CLASS 6 TO 8)
http://jac.nic.in/FORM%20N0%202.pdf
JAC TET 2014 Jharkhand TET
- Jharkhand Academic Council, Ranchi will conduct Jharkhand Teachers Eligibility Test (JAC TET) 2014 also known as Jharkhand TET, as per the sformalitie laid down by the central regulating authorities. Jharkhand TET is for the candidates aspiring to become teachers in primary (class I -V) and upper primary (VI-VIII) schools in the state of Jharkhand.
- JAC TET 2014 notification will be released by the Department of School Education, Jharkhand OR concerned examination board as directed by the Government of Jharkhand. TET is a compulsory examination for all the B.Ed. qualified candidates to be considered for teacher jobs in schools run by the government and private managements. Candidates may be facilitated to apply online for this examination. Here are the details of the JAC TET notification, syllabus, question pattern, eligibility details.
Eligibility and Qualifications for Jharkhand TET:
Candidates should have following qualifications as prescribed by the NCTE. The State governments may change the qualifications and eligibility requirements as per the GOs issued by them.
- Jharkhand TET (JAC TET) Qualification Teachers of Classes I-V (Paper I) 2014:
Candidates should have passed in Senior Secondary (or its equivalent) with at least 45 percent marks. Those appearing in final 2 year Diploma in Elementary Education / 4-year Bachelor of Elementary Education (B.El.Ed.) / 2 – year Diploma in Education in Special Education are also eligible. OR Candidates with BA / B.Sc. with at least 50 percent marks and B.Ed qualification can also apply. - Jharkhand TET (JAC TET) Qualification Teachers of Classes VI-VIII (Paper II) 2014: Applicants having B.A. / B.Sc and those appearing in final 2 year D.Ed. / B.A. /B.Sc. with at least 45 percent marks and passed / appearing in B.Ed / Senior Secondary with at least 50 percent marks and passed or appearing in final 4-year Bachelor in Elementary Education (B.El.Ed) / 4-year BA/ B.Sc.Ed. or B.A. (Ed.)/B.Sc. (Ed.) / B.Ed. (Special Education) with 50 percent in BA or B.Sc are eligible for JAC TET.
Jharkhand TET Eligibility
Educational QualificationMinimum Educational Qualifications for becoming Teacher for Classes I-V (Primary Stage):
- Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known). OR
- Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in final year of 2-year Diploma in Elementary Education (by whatever name known), in accordance with the NCTE (Recognition Norms and Procedure), Regulations, 2002. OR
- Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4-year Bachelor of Elementary Education (B.El.Ed). OR
- Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2-year Diploma in Education (Special Education)*.OR
- Graduation and passed or appearing in final year of two year Diploma in Elementary Education (by whatever name known).
Minimum Educational Qualification for becoming Teacher for Classes VI-VIII (Elementary Stage):
- Graduation and passed or appearing in final year of 2-year Diploma in Elementary Education (by whatever name known). OR
- Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education (B.Ed). OR
- Graduation with at least 45% marks and passed or appearing in 1-year Bachelor in Education (B.Ed), in accordance with the NCTE (Recognition Norms and Procedure) Regulations issued from time to time in this regard. OR
- Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4-year Bachelor in Elementary Education (B.El.Ed). OR
- Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4-year B.A/B.Sc.Ed or B.A. Ed/B.Sc.Ed. OR
- Graduation with at least 45% marks and passed or appearing in 1-year B.Ed. (Special Education)*.
Jharkhand TET Syllabus
Jharkhand TET will consist of questions from the topics given below:JAC TET 2014 Exam pattern, Syllabus and Scheme:
SEE SYLLABUS ON JHARKHAND TET WEBSITE -
http://jac.nic.in/TET%20SYLLABUS%202012.pdf
SEE JHARKHAND TET NOTIFICATION - http://jac.nic.in/95_2012.pdf
JAC TET Syllabus consists of two objective type question papers. Each paper will consist of 150 MCQs and each question carries 1 marks totaling for 150 marks. Following are the details of question papers :
- Paper I Syllabus: To become teachers for classes I-V in Jharkhand primary school.
- Paper II Syllabus: To become teachers for classes between VI and VIII in Jharkhand upper primary school.
- Paper I and II: For those candidates who interested in teaching from Class I to VIII. They can appear for both the papers and have to get qualifying marks to be considered for all the classes.
JAC TET 2014 Paper I (for classes I to V): Duration of examination – one-and-a-half hours
Structure and Content (All Compulsory): Jharkhand Teachers Eligibility Test 2014
| (i) Child Development and Pedagogy | 30 MCQs | 30 Marks |
| (ii) Language I | 30 MCQs | 30 Marks |
| (iii) Language II | 30 MCQs | 30 Marks |
| (iv) Mathematics | 30 MCQs | 30 Marks |
| (v) Environmental Studies | 30 MCQs | 30 Marks |
| Total | 150 MCQs | 150 Marks |
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Structure and Content: Jharkhand Teachers Eligibility Test 2014| (i) Child Development & Pedagogy (compulsory) | 30 MCQs | 30 Marks |
| (ii) Language I (compulsory) | 30 MCQs | 30 Marks |
| (iii) Language II (compulsory) | 30 MCQs | 30 Marks |
| (iv)(a) For Mathematics and Science teacher: Mathematics and Science (b) For Social Studies/Social Science teacher: Social Science (c) For any other teacher: either (a) or (b) | 60 MCQs 60 MCQs | 60 Marks 60 Marks |
JAC TET Result 2014 or Jharkhand TET Results 2015 / Qualification Marks
- More than 5 lakhs students of Jharkhand are waiting for the results, An JAC TET candidate who scores 60% or more in Jharkhand TET exam 2014 the exam will be considered as JAC TET pass.
accordance with their extant reservation policy of Jharkhand Teachers Eligibility Test (JAC TET) 2014 ;
- · JAC TET Should give weightage to the Jharkhand TET scores
in the recruitment process; however, qualifying the JAC TET
candidates would not confer a right on any person
for recruitment/employment as it is only one of the eligibility criteria
for appointment.
- All JAC TET candidates can Download Admit Card OR Hall Ticket from Jharkhand TET Exam Official website before 15 days of the exam date.
SEE PREIVIOUS NOTIFICATION OF TRIPURA TET EXAM BY JHARKHAND ACADMIC COUNCIL RANCHI
Jharkhand TET Syllabus
Jharkhand TET will consist of questions from the topics given below:Syllabus for Paper I (for classes I to V) Primary Stage
I. Child Development and Pedagogy: 30 Questions
a) Child Development (Primary School Child): 15 Questions
- Concept of development and its relationship with learning
- Principles of the development of children
- Influence of Heredity & Environment
- Socialization processes: Social world & children (Teacher, Parents, Peers)
- Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
- Concepts of child-centered and progressive education
- Critical perspective of the construct of Intelligence
- Multi Dimensional Intelligence
- Language & Thought
- Gender as a social construct; gender roles, gender-bias and educational practice
- Individual differences among learners, understanding differences based on
- diversity of language ,caste,gender, community, religion etc.
- Distinction between Assessment for learning and assessment of learning; School-Based Assessment,Continuous & Comprehensive Evaluation: perspective and practice
- Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.
- Addressing learners from diverse backgrounds including disadvantaged and deprived
- Addressing the needs of children with learning difficulties, 'impairment' etc
- Addressing the Talented, Creative, Specially abled Learners
- How children think and learn; how and why children 'fail' to achieve success in school performance
- Basic processes of teaching and learning; children's strategies of learning; learning as a social activity; social context of learning.
- Child as a problem solver and a 'scientific investigator'
- Alternative conceptions of learning in children; understanding children's 'errors' as significant steps in the learning process.
- Cognition & Emotions
- Motivation and learning
- Factors contributing to learning- personal & environmental
a) Language Comprehension: 15 Questions
- Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
- Learning and acquisition
- Principles of language Teaching
- Role of listening and speaking; function of language and how children use it as a tool
- Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
- Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
- Language Skills
- Evaluating language comprehension and proficiency: speaking, listening, reading and writing
- Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
- Remedial Teaching
a) Comprehension: 15 Questions
- Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability
- Learning and acquisition
- Principles of language Teaching
- Role of listening and speaking; function of language and how children use it as a tool
- Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
- Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
- Language Skills
- Evaluating language comprehension and proficiency: speaking, listening, reading and writing
- Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
- Remedial Teaching
Content 25 Questions
- Geometry
- Shapes & Spatial Understanding
- Numbers
- Addition and Subtraction
- Multiplication
- Division
- Measurement
- Weight
- Time
- Volume
- Data Handling
- Patterns
- Money
- LCM &HCF
- Decimal
- Fractions
- Nature of Mathematics/Logical thinking; understanding children's thinking and reasoning patterns and strategies of making meaning and learning
- Place of Mathematics in Curriculum
- Language of Mathematics
- Community Mathematics
- Evaluation through formal and informal methods
- Problems of Teaching
- Error analysis and related aspects of learning and teaching
- Diagnostic and Remedial Teaching
Content: 25 Questions
- Our Surroundings
- Parts of Body (internal & external)
- Natural Resources
- Our Punjab
- Solar System
- Basic needs
- Food, resources and care
- Water
- Air
- Habitats, types
- Clothes, dresses &their care
- Group songs
- Festivals (school, family & national)
- Health, good habits & personal hygiene
- Looking after the trees, plants & animals
- Living and nonliving
- Parts of plants
- Geographical features and changes
- Days and Nights
- Disposal of solid waste
- Local Bodies (Rural & urban)
- Transportation, communication and its development
- Pollution
- National property
- Weather & climate
- Community Buildings
- Diseases
- First Aid
- Disaster management
- Concept and scope of EVS
- Significance of EVS, integrated EVS
- Environmental Studies & Environmental Education
- learning Principles
- Scope & relation to Science & Social Science
- Approaches of presenting concepts
- Activities
- Experimentation/Practical Work
- Discussion
- CCE
- Teaching material/Aids
- Problems
- Child Development & Pedagogy
Syllabus for Paper II (for classes VI to VIII) Elementary Stage
I. Child Development and Pedagogy: 30 Questions
a) Child Development (Elementary School Child): 15 Questions
- Concept of development and its relationship with learning
- Principles of the development of children
- Influence of Heredity & Environment
- Socialization processes: Social world & children (Teacher, Parents, Peers)
- Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
- Concepts of child-centered and progressive education
- Critical perspective of the construct of Intelligence
- Multi Dimensional Intelligence
- Language & Thought
- Gender as a social construct; gender roles, gender-bias and educational practice
- Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
- Distinction between Assessment for learning and assessment of learning; School- Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
- Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.
- Addressing learners from diverse backgrounds including disadvantaged and deprived
- Addressing the needs of children with learning difficulties, 'impairment' etc
- Addressing the Talented, Creative, Specially abled Learners
- How children think and learn; how and why children 'fail' to achieve success in school performance
- Basic processes of teaching and learning; children's strategies of learning; learning as a social activity; social context of learning.
- Child as a problem solver and a 'scientific investigator'
- Alternative conceptions of learning in children; understanding children's 'errors' as significant steps in the learning process.
- Cognition & Emotions
- Motivation and learning
- Factors contributing to learning- personal & environmental
a) Language Comprehension: 15 Questions
- Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
- Learning and acquisition
- Principles of language Teaching
- Role of listening and speaking; function of language and how children use it as a tool
- Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
- Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
- Language Skills
- Evaluating language comprehension and proficiency: speaking, listening, reading and writing
- Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
- Remedial Teaching
a) Comprehension: 15 Questions
- Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability
- Learning and acquisition
- Principles of language Teaching
- Role of listening and speaking; function of language and how children use it as a tool
- Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
- Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
- Language Skills
- Evaluating language comprehension and proficiency: speaking, listening, reading and writing
- Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
- Remedial Teaching
(i) Mathematics: 30 Questions
Content: 25 Questions
- Number System
- Knowing our Numbers
- Playing with Numbers
- Whole Numbers
- Negative Numbers and Integers
- Fractions
- Exponents; surds, squares, cube, square root, cube root
- Profit & Loss
- Compound Interest
- Discount
- Algebra
- Introduction to Algebra; Algebraic identities, polynomials
- Ratio and Proportion
- Geometry
- Basic geometrical ideas (2-D)
- Understanding Elementary Shapes (2-D and 3-D)
- Symmetry: (reflection)
- Constructions (using Straight edge Scale, protractor, compasses)
- Quadrilateral
- Mensurations; circle, sphere, cone, cylinder, triangles
- Data handling, statistics
- Nature of Mathematics/Logical thinking
- Place of Mathematics in Curriculum
- Language of Mathematics
- Community Mathematics
- Evaluation
- Remedial Teaching
- Problems of Teaching
a) Content: 25 Questions
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